PEP人教版六年級上英語Unit,2,Part,B,Read,and,write,第五課時優(yōu)質課教案

1、本文格式為Word版，下載可任意編輯 PEP人教版六年級上英語Unit,2,Part,B,Read,and,write,第五課時優(yōu)質課教案 The fifth period（第五課時） Part B Read and write 教學內容與目標 課時教學內容 課時教學目標 Read and write 通過頭腦風暴活動匯總自己所知的各種上學方式，激活已有的背景學識和儲蓄詞匯 通過閱讀問題訓練，能夠在語篇中探索關鍵詞，并能就細節(jié)舉行推理 能夠根據(jù)示范的海報完成安好海報的設計 能夠根據(jù)例句提示在文段中找到更多同類現(xiàn)象，最終正確朗讀句子 教學重點 能夠聽懂、讀懂“Read and write”板塊的

2、短文，并能夠根據(jù)短文內容完成相應的練習。 教學難點 能夠了解不同國家的文化差異和出行方式。 教學打定 1.預習本課時的相關內容。 2.PPT課件課文錄音視頻、交通信號燈模型等。 Teaching purpose 通過與學生互動，調動學生參與課堂的積極性。通過復習舊知引入本課將要學習的內容，為后面的學習做好鋪墊。 教學過程 Step 1: Pre-reading 1. Greetings. 2. Review. Hold a model of traffic lights. Talk with students. T：What do the traffic lights mean? Ss：Red

3、 means Green means Yellow means T：You are so clever! Do you know different countries have different traffic rules? For example, in China, we walk on the right of the road. But in England, people should walk on the left. Do you know any other countries ways of transportation? Now, lets see what we wi

4、ll learn today! 3. Lead-in. Show some pictures. (出示課件) Help students know the names of these places. Students read after the teacher. Step 2: While-reading Teaching purpose 通過問題引導學生查看并議論圖片，借助圖片預料教學內容，培養(yǎng)學生的查看才能和規(guī)律推理才能。通過預料教學內容激活已有學識，并提取與文本有關的學識，進入文本話題。 1. Brainstorm. T：How many ways can you think of

5、to go to school? Please talk with your partner. Students do the “Brainstorm”. Gather all the ways they know to go to school.（課件出示：本單元學過的上學的方式by car/bus/bike/subway/taxi/plane/ship/train和on foot的相關內容） 2. Look and predict. Show the picture of “Read and write” on the PPT. （課件出示：教材P18 Read and write板塊爺爺

6、和Robin交談的插圖） Let students observe the pictures，read the dialogue and discuss the questions. Questions： Who are they? (Robin and Wu Yifans grandpa. And Grandpa is ill.) Teaching purpose 引導學生帶著問題閱讀文本，整體感知文本，獲取有用信息。利用問題逐步引導學生理解文本，逐步跟隨文本學習新句型。 What does Robin want to do? (He wants to read a magazine to

7、Grandpa.) Whats the magazine about? (Different ways to go to school in different countries.) 3. Listen and say. (1)Show the four pictures one by one. （課件出示：依次出示教材P18 Read and write板塊的四幅圖片） Let students observe the pictures and discuss the questions. Questions: Who are they? (They are students/kids/c

8、hildren.) Where are they? (In Munich, Germany. In Alaska, USA. In Jiangxi, China. In Papa Westray, Scotland.) How do they go to school? Let students read the text quickly and find the ways of the children to go to school. Teaching purpose 運用任務型教學方法，設計不同的任務，環(huán)環(huán)相扣，逐步引導學生跟隨文本學習新詞匯、新句型，對重點句型舉行認知和操練，突破教學重

9、點，降低學習的難度。 (2)Play the recording. （課件出示：教材P18 Read and write板塊的音頻）Let students listen to it and answer the questions below the passage in the book. (3)Check the answers. 4. Learn the new words and sentences. (1)Play the recording again. （課件出示：教材P18 Read and write板塊的音頻） Lead students to learn the new

10、 words and sentences. Show the picture of the sled and do the action to help students understand the phrase “by sled”.（課件出示：雪橇圖片） Do the action fast first, then do the same action slowly. Let students understand the word “fast”. Ask students to do and say the sentences “Some kids go to school by sle

11、d. Its fast.” “Dont let the dogs run too fast. You must drive slowly.” Show the pictures of a boat, a ferry and a ship on the PPT. Help students understand the differences among “ship, boat and ferry”. Do the action and teach the phrase “by ferry”. Wear a life jacket to help students understand the

12、sentence “We must wear a life jacket by ferry. And dont run on the ferry.” Write down the sentence structure “Some kids go to school by” on the blackboard. Do the actions and let students use the sentence structure to make sentences. Lead students to look at Picture 4. Ask them to read the sentences

13、 and try to answer the questions. T：How do the children in Papa Westray go to school? Ss：By ferry. Teaching purpose 播放錄音,讓學生聽錄音跟讀。引導學生按照正確的意群及語音、語調朗讀對話。 T：How did they go to school in 2022? Ss：By plane. T：Why? Ss：Because the ferry didnt work. Teaching purpose 利用插圖引導學生分組復述原文。結果，率領學生閱讀后文給出的關于選擇不同交通方式的

14、建議，引導學生對前文的孩子們的不同的出行方式供給適合的建議。 (2)Play the recording.（課件出示：教材P18 Read and write板塊的音頻） Let students read after the recording. Pay attention to the pronunciation and the intonation. 5. Read and choose. (1)Let students practice the passage. (2)Let students act out. (3)Let students retell the ways of th

15、e kids to go to school in groups by looking at the pictures. (4)Let students give some suggestions for the kids. Divide students into six groups. Let them read the suggestions on page 19 one by one. Then ask them to choose the suitable suggestions for the kids and write them down on page 18. 6. Prac

16、tice the words and the sentences. (1)Play the game of “Drive the train”. Make up a chant of the words and the phrases. Teaching purpose 滾雪球嬉戲可以磨練學生的快速回響才能，讓學生在嬉戲中進一步穩(wěn)定所學學識，加深對本課重點詞匯和句型的理解，表達在玩中學、學中玩的思想，讓學生在課上實時吸收消化所學學識。 Ask students to chant it one by one in lines. Give a sticker to the student who

17、does a good job. (2)Play the game of “Roll the snowball”. Lead students to practice the key sentences “Some kids go to school on foot./By sled, you must drive slowly./On foot, dont go at a red light.” Make students stand in a line. Let the first student say the first word “some” of the sentence. The

18、n the second student says “some kids”. The third student says “some kids go” Students say till the last student speaks out the whole sentence “Some kids go to school on foot.” Once one of the students says it wrong, the team loses the game. Oppositely, the team can get a sticker if all the students

19、say it correctly. Step 3: Post-reading 1. Play the recording of “Tips for pronunciation”. （課件出示：教材P19 Tips for pronunciation的音頻） Teaching purpose 利用小組調查活動，創(chuàng)造學生說英語的機遇，使學生能夠在實際情景中運用核心詞匯和句型。 Let students listen and compare, then find out the rule of pronunciation. Tell students the law of linking sound

20、s. Ask students to listen again and repeat. Then let students find and say more words like these from the text on page 18. 2. Do a survey. (1)Make a model： A: How do you go to school? B: I go to school by/on Teaching purpose 精細聯(lián)系前面布置的小組調查活動，環(huán)環(huán)相扣，讓學生能夠在純熟運用核心詞匯和句型之后,自由設計海報，學以致用。 (2)Let students ask a

21、nd answer in groups. Finish the chart. (課件出示：調查表) Then let the group leader make a report with the sentence structure “ goes to school by/on” 3. Make a poster. (1)Let students list the ways of the group members to go to school. (2)Let students write down at least two suggestions for each way. Make a

22、 model: By ferry, you must wear a life jacket. / Dont run on the ferry. (3)Let students make a poster in groups. (4)Show time. 板書設計 作業(yè)設計 1. Read after the recording. 2. Do the exercises. 教學反思 1. 在本堂課中，以學生為主體、訓練為主線，開展多類型的小組活動，使學生在學中用、用中學。學用結合，激發(fā)學生的多元智能學習才能。 2. 這節(jié)課以句型教學為主，配以簡樸的詞組來運用所學句型。采用chant、滾雪球等多種

23、形式來逐步引導學生操練詞匯和句型，有效地扶助學生穩(wěn)定重點詞匯和句型。 3. 呈現(xiàn)活動設計豐富，易操作，且具備層次感，有效地提升了學生的核心素養(yǎng)。以學生為本，以解決問題為導向，引導學生自主學習。 4. 突出語用功能，聯(lián)系學生和班級的實際處境，設置多個環(huán)節(jié)，環(huán)環(huán)相扣，層層深入，扶助學生在真實情景中自然地使用所學語言。 Teaching Contents Teaching Aims Read and write Gather all kinds of ways to go to school they know through the brainstorm and activate the back

24、ground knowledge and the vocabulary they have learned. Be able to find the key words in the text and reason about details through solving the problems below the text. Be able to complete the design of a safety poster according to the demonstration poster. Be able to find more similar sentences in th

25、e passage according to the example sentence prompt and read the sentences correctly. Teaching Priorities Be able to listen and read the passage and complete the corresponding exercises according to the passage. Teaching Difficulties Be able to learn about the cultural differences and the ways of tra

26、velling in different countries. Teaching Procedures Teaching Stages Teacher s Activities Students Activities Teaching Purposes Pre-reading 1. Greetings. 2. Review. 3. Lead-in. 1. Greetings. 2. Look and talk with the teacher. 3. Look and learn the names of the places. Read after the teacher. Review t

27、he words and the sentences. Stimulate students interest in learning and lead in the topic. Prepare for the next part. While-reading 1. Brainstorming activity. Ask students to do the“Brainstorm”. Gather all the ways to go to school Do the brainstorming activity. Lead students to predict the content b

28、efore listening to the recording. Cultivate students observation ability and logical reasoning ability. Prepare for the next study. 2. Look and predict. Look at the picture and discuss the questions. Predict the main idea. 3. Listen and say. (1)Show the four pictures one by one. Let students observe

29、 and discuss the questions. (2)Play the recording. (3)Check the answers. (1)Observe the pictures and discuss the questions. (2)Listen and answer the questions. (3)Check the answers. 4. Learn the new words and sentences. (1)Play the recording again and show the pictures. Lead students to learn the ne

30、w words and the sentences. (2)Let students read after the recording. (1)Learn the new words and the sentences and answer the questions. (2)Read after the recording. Stimulate students interest in learning. Train students ability of responding quickly. Practice the key words and sentences. Reduce the difficulty of learning. 5. Read and choose. Practice the passage and act out. Retell the passage and choose the suitable suggestions. 6. Practice the words and the sentences. (1